Faculty and Staff Grants From March 2021
Congratulations to the following faculty and staff members who received grants and awards in March 2021.
Spencer Acadia, clinical assistant professor, and Claire Blyth, graduate student, at the Morgridge College of Education
- Grant from Denver Botanic Gardens, subaward from the Institute of Museum and Library Services for "Sponsored Student Agreement"
- Project abstract: The sponsor will designate an employee who will supervise the student while onsite at the Gardens and oversee the student work, noted in section XII. Should that employee be unavailable or reassigned, the sponsor will provide another supervisor for the student and written notice to the University as soon as is practical.
Aisha Ahmad-Post, executive director of the Robert and Judi Newman Center for the Performing Arts
- Grant from the National Endowment for the Arts for "Newman Center Presents FY21"
- Project abstract: This grant will support select artists in the 2020-21 Newman Center Presents series, a multidisciplinary, multicultural performance series featuring world-renowned touring artists. The project for which we are applying will include performances by the following artists: Paul Taylor Dance Company, Wynton Marsalis and Lincoln Center Jazz Orchestra, KODO, Aspen Santa Fe Ballet, and Dance Theater of Harlem. Accompanying residency work will include community workshops, master classes and artist talkbacks with audience members.
Charmaine Brittain, director of practice innovation, and Carole Wilcox, director of organizational development and capacity building, at the Butler Institute for Families at the Graduate School of Social Work
- Grant from Fairfax County, Virginia for "Fairfax CWI Redesign"
- Project abstract: Fairfax County is seeking to redesign the CWI's current onboarding training model and expand to provide supervisor training and practice coaching and ongoing professional development and supports. Butler will assist with the redesign of the CWI's current onboarding training model, expand this model to provide supervisor training and practice coaching, and establish ongoing professional development and supports.
Elysia Clemens, deputy director and chief operating officer of the Colorado Evaluation and Action Lab
- Grant from the Colorado Department of Education, subaward from the Colorado Office of State Planning and Budget for "Return on Investment: School Counselor Corps Grant Program"
- Project abstract: Colorado law Title 22, Article 91 creates the Colorado School Counselor Corps Grant Program. The statutory intent of this four-year grant is to assist local education providers to access effective school counseling in order to increase graduation rates, decrease dropout rates and increase rates of matriculation into institutions of higher education. The Colorado Department of Education has been awarded a grant from the Office of State Planning and Budgeting to develop a plan and prepare to conduct a rigorous evaluation of program effectiveness and measure the program's return on investment (i.e., Phase One Scope of Work)
- Grant from the Colorado Department of Human Services, subaward from the Administration for Children and Families for "Early Childhood Mental Health"
- Project abstract: The proposed work supports the Office of Early Childhood in building the evidence base for the Early Childhood Mental Health program. To support the culture change among providers that will be necessary for increasing standardization of the model, the Colorado Lab will also be developing and implementing a model and implementation messaging plan.
Jonathan Moyer, director and assistant professor; Barry Hughes, founding director; David Bohl, assistant director of analysis; Anajulia Barney, contract and business administrator; Taylor Hanna, research associate; and Yutang Xiong, data operations manager at the Frederick S. Pardee Center for International Futures at the Josef Korbel School of International Studies
- Grant from the United Nations Development Programme for "The Cost of Not Going Green in Guinea-Bissau" awarded to the following faculty and staff
- Project abstract: This project will focus on updating and using the International Futures (IFs) model to provide projections of the economic, social and environmental benefits associated with a green growth trajectory in Guinea-Bissau. A second dimension of this work focuses on capacity building in Guinea-Bissau through training and workshops, and the free dissemination of the IFs model for planning.
Jonathan Moyer, director and assistant professor, and David Bohl, assistant director of analysis at the Frederick S. Pardee Center for International Futures at the Josef Korbel School of International Studies
- Grant from the European Commission for "Research and dissemination of findings on sub-national public spending and development trends towards Vision 2040 targets"
- Project abstract: The ambition of this research project is to support the Ugandan policy community by helping to make sense of the most pressing development trends happening at the district scale. This research program will help advance more equitable and inclusive service delivery at the sub-national level by researching long-term development trends and making this research accessible to policymakers and development practitioners in Uganda.
Moyer and Kaylin McNeil, research associate at the Frederick S. Pardee Center for International Futures at the Josef Korbel School of International Studies
- Grant from the Institute for Security Studies for "IFs model and long-term forecasts in Nigeria and Egypt"
- Project abstract: The Pardee Center will undertake services regarding general support on the International Futures model and long-term forecasts in Nigeria and Egypt. These studies are done for the Government of the Netherlands, Hanns Seidel Foundation in South Africa and the Swedish International Development Cooperation Agency.
Cecilia Orphan, assistant professor at the Morgridge College of Education
- Grant from Appalachian State University, subaward from Ascendium Education Group for "What it Means to be a Rural-Serving Postsecondary Institution"
- Project abstract: In recent years, greater attention has been paid to the postsecondary educational outcomes and success of students from rural communities. One common challenge that arises in attempting to better understand these students' collegiate experiences is a current inability to identify the colleges and universities that are successfully serving rural students and communities. The need to establish a definition for rural-serving institutions (RSIs) has been articulated in multiple venues and this project will develop a definition for RSIs, and a range of publicly available data products and tools to promote expanded research on these critical institutions and how they serve rural students.